Curiosity based learning: Impact study in 1st year electronics undergraduates

Jackson, Noel; Ward, Anthony

doi:10.1109/ithet.2012.6246005

Cited by 9 publications

(6 citation statements)

References 14 publications

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“…According to Binson (2009), curiosity is a tendency to inquire, investigate and find out more after having knowledge about something. It is also the tendency to inquire, investigate, and seek a framework to think about curiosity about something more deeply.…”

Section: Mathematical Curiosity Attitude (Mca)mentioning

confidence: 99%

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Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

Zetriuslita¹,

Wahyudin²,

Jarnawi³

2017

IES

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This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students' Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

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Section: Mathematical Curiosity Attitude (Mca)mentioning

confidence: 99%

“…Considering its significant role in learning, the development of curiosity in learners should become the main focus of learning. It is argued that the more learners feel curious about something they learn, the closer they are with their learning environment, including their work groups (Binson, 2009).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

Zetriuslita¹,

Wahyudin²,

Jarnawi³

2017

IES

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“…The authors add that the case study method also improved student's clinical reasoning, diagnostic interpretation of patient information as well as their ability to think logically when presented a challenge in the classroom and in the clinical area. Jackson and Ward (2012) similarly reported that first year engineering undergraduates experienced enhanced student motivation. The findings also revealed that the students venturing self-efficacy increased much like their awareness of the importance of key aspects of the course for their future careers.…”

Section: Discussionmentioning

confidence: 89%

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

et al. 2021

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Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

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“…For engineering students, physical and virtual laboratories provide an effective way to perceive real-world phenomena and to correlate them with mathematical models [19,41]. Under proper circumstances, experimental setups stimulate curiosity and encourage students toward a more interactive and engaged attitude [46]. The collaborative dimension can be achieved, for either physical or virtual experiments, by working together, in small groups, to achieve a common task [13].…”

Section: Introductionmentioning

confidence: 99%

A co‐creation experiment for virtual laboratories of mechanics in engineering education

Craifaleanu

2022

Comp Applic In Engineering

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Based on the background and expertise gained during almost two decades of development and implementation of virtual laboratory applications for teaching mechanics in engineering faculties, the authors propose a novel approach for this field, in which students themselves become developers of educational computer simulations. The method, called DYOVL ("Do Your Own Virtual Laboratory"), was applied, first experimentally and then on a regular basis, with gradual optimization during consecutive years, within the practical sessions of the mechanics course taught to students in automatic control and computers. An educational website, containing application examples and several downloadable resources, was recently developed, to assist teaching by the new method. The co-creative character of this process is manifold, as students work together with the teaching staff and with their team colleagues to program virtual laboratory applications or to suggest improvements for the existing ones. The method demonstrated favorable outcomes in terms of engagement, motivation, and inclusiveness, as well as a positive attitude of the students, shown both by pre-and during-COVID satisfaction surveys. To assist potentially interested academic staff in implementing this approach in their universities, detailed methodological guidance is provided.

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Curiosity based learning: Impact study in 1st year electronics undergraduates

Cited by 9 publications

References 14 publications

Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

A co‐creation experiment for virtual laboratories of mechanics in engineering education

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